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After carrying out the1st~9th Grades Curriculum Alignment Curriculum, there are more autonomies to design lessons based on characteristics of school. If directions of learning instrument could be planned and carried out systematically as other subjects, it will be predictable, it affects not only numbers of people learning music but also positive influence of culture.
The researcher is a musical teacher of elementary school and has more than ten years teaching experience. While teaching musical lessons at school, the researcher keeps doing the violin teaching. In recent years, the researcher holds violin lessons of group teaching at elementary school. During the teaching, the researcher finds the difficulties, possibility and developments of violin lessons of group teaching.
During the teaching, the researcher adjusts immediately. The main method is based on action research. The researcher finds problems and solves problems immediately during the teaching. The researcher hopes to find out more efficient teaching method in the research
There are two methods of learning violin for beginners from elementary schools. Students can choose to have either one to one private lessons or group lessons. Elements to consider are having interest, consistency, muscle movement, the feelling for music, tempo and the ability of reading various musical notes. Beginners can benefit from both methods whether they have weaknesses or strengths in these particular areas. This research focuses on offering better solutions for teaching violin beginners in groups, which include various methods of holding the violin, a feeling for music, and it’s tempo. The students’ psychological attitude towards learning music in general is of also prime importance, a fact, which must always be remembered.
Chapter one depicts the motive, the aim,the issues and the scope of the research in detail. Chapter two deeply reviews Suzuki’s and Do ching’s methodologies. Following this, the initial technical scope and directing methods are also fully addressed. Moreover, more than ten editions for initial techniques collected throughout the research are examined completely.
In chapter three, in particular, for 1st and 2nd beginning graders at elementary school, a one-term syllabus for teaching violin in groups is designed. The syllabus contains sixteen periods in total. The length of each period is ninety minutes. During the teaching, the mistakes which beginners make are corrected promptly. The method used here is primarily based on action research, which focuses on that any problems and difficulties emerging during the teaching can be overcome and solved straight away. It is hoped that more effective and efficient teaching patterns can be found.
In chapter four, there are some discussion and analysis about the reality of violin teaching as a group, problems and solutions of teaching, and elements that affect learning. Also, by using questionnaires to understand what parents thinking. In chapter five, the researcher proposes some research conclusions on three directions including the reality of violin teaching as a group, teaching of basic playing skills, and elements that affect learning. At the end, the researcher also proposes some suggestion to school super intendents, musical teachers, parents and following researchers.
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